NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1021865
Record Type: Journal
Publication Date: 2013
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0162-6620
Exploring the Role of Field Experience Context in Preservice Teachers' Development as Mathematics Educators
Cooper, Sandi; Nesmith, Suzanne
Action in Teacher Education, v35 n3 p165-185 2013
Although the importance of field experience is supported and attended to by teacher education programs across the United States, there have been numerous national reports and research findings stressing the need for major improvements in the preparation of teachers with an emphasis on more authentic experiences. Quality field experiences have the potential to advance multiple benefits for participants, and context presents an aspect that may significantly influence the quality of a field experience. Recognition of the importance of field experience in the development of preservice teachers alongside an acknowledgment of the many factors that influence field experiences led to the formulation of this study; discerning the potential influence of contextual variances within two distinct field experiences on preservice teachers' perspectives and beliefs toward mathematics teaching and on their development as mathematics educators. Findings of this qualitative study suggest that contextual variances in field-based experiences influence the development of preservice teachers' understanding and application of mathematics pedagogy.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Preschool Education; Kindergarten; Grade 1; Grade 2; Grade 3; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A